Building bridges between primary and secondary science - for children and for teachers

This article is set within the field of science education, specifically the transition between primary and secondary phases of education and the 'achievement dip' at the start of secondary school (OFSTED 1998). Its theoretical perspective is that of 'bridging' between phases. Its original contribution is the finding that the nature of the bridging units developed is less important than the development of relationships based on mutual trust and a shared understanding of pedagogy between primary and secondary teachers. It is significant in that the journal is widely read by practitioners as well as researchers. Rigour was ensured by triangulation of data sources, including lesson observation, questionnaires and children's work; the findings were also independently supported by external project evaluators. The article was refereed by at least three referees and accepted by the editorial board of academics and teachers.
Proportional contribution: 50%.